scholarly journals Processing Instruction: An Input Based Approach for Teaching Grammar

1970 ◽  
pp. 111-118
Author(s):  
Madhu Neupane
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Key Words ◽  
Present Article ◽  
Input Output ◽  
Approaches To Teaching ◽  
Processing Instruction ◽  
Teaching Grammar

The present article is an attempt to highlight the importance of teaching grammar in Second Language Acquisition (SLA). It outlines the arguments forwarded for and against teaching grammar and approaches to teaching grammar. Mainly the article focuses on Processing Instruction-an input based approach for teaching grammar. It also presents the methodology followed by its originators to provide the researchers who want to conduct a similar research. Key words: Second Language Acquisition, Processing instruction, input, output DOI: 10.3126/nelta.v14i1.3097 Journal of NELTA Vol.14, No 1&2, 2009 December Page: 111-118

scholarly journals Review of Early instructed second language acquisition: Pathways to competence; Editors: Joanna Rokita-Jaśkow, Melanie Ellis; Publisher: Multilingual Matters, 2019; ISBN: 9781788922494; Pages: 257

2019 ◽  
Vol 9 (4) ◽  
pp. 737-744
Author(s):  
Paweł Scheffler
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Large Scale ◽  
Special Educational Needs ◽  
Teachers Perceptions ◽  
Instructed Second Language Acquisition ◽  
Key Issues ◽  
Large Scale Survey ◽  
Teaching Grammar

In a large scale survey of teachers’ perceptions of the challenges they face in teaching English to young primary school learners (Copland, Garton, & Burns, 2014), some of the key issues that are identified are as follows: teaching speaking, using only English in the classroom, enhancing motivation, maintaining discipline, catering for different individual needs (including special educational needs), dealing with parents, and teaching grammar as well as reading and writing. The relevance of Early Instructed Second Language Acquisition, edited by Rokita-Jaśkow and Ellis, is clearly shown by the fact that it addresses most of these central issues.

scholarly journals Input-output relation in second language acquisition

2021 ◽  
Author(s):  
Gyu-Ho Shin ◽  
Boo Kyung Jung
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Input Output ◽  
L2 Acquisition ◽  
Form Function ◽  
Initial Stage ◽  
English Speaking

Abstract Studies on the role of input in L2 acquisition often estimate L2 input properties through L1 corpora and focus on L2-English. This study probes the initial stage of L2-Korean learning for adult English-speaking beginners of Korean to investigate input-output relations in the acquisition of L2 that is typologically different from English in a more direct manner. We specifically ask how L2 beginner input affects L2 beginner production with respect to Korean postpositions. For this purpose, we investigate how the beginners receive input regarding Korean postpositions from a textbook and to what extent the input characteristics are manifested in learner writing. We found that, whereas the presentation of certain postpositions in the textbook was generally reflected in learner writing, individual postpositions showed disparity in their use between the textbook and the writing. Implications of the findings are discussed in light of L1-L2 differences and how the textbook presents form-function pairings of these postpositions.

scholarly journals Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model

2020 ◽  
Vol 11 ◽  
Author(s):  
Kaiqi Shao ◽  
Laura J. Nicholson ◽  
Gulsah Kutuk ◽  
Fei Lei
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Positive Psychology ◽  
Language Learning ◽  
Present Article ◽  
Positive Emotions ◽  
Theoretical Models ◽  
Psychology Education ◽  
Instructed Sla

Although emotion research and positive psychology (PP) have recently gained strong momentum in the field of second language acquisition (SLA), theoretical models linking language emotion and PP research, which offer insights for both research and intervention practice are lacking. To address this gap, the present article first introduces the origin, concept, and research around PP. Next, it summarizes recent research on PP and emotions in SLA. Finally, by triangulating emotion theories and research in the fields of psychology, education, and SLA, we propose a new model, which merges the three pillars of PP (positive institutions, positive characteristics, and positive emotions) with the antecedents, outcomes, and interventions of second language (L2) emotions (the L2EPP model). The value of the model to L2 pedagogy and research is highlighted in the context of the importance of integrating PP into the area of emotions and instructed SLA.

scholarly journals The place of silence in second language acquisition

2019 ◽  
Vol 1 (1) ◽  
pp. 26
Author(s):  
Dat Bao
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Communicative Competence ◽  
Silent Period ◽  
Input Output ◽  
Silent Mode

The article examines the role of silence in learners’ language development by discussing current theories in second language acquisition and by connecting them to the silence phenomenon. A number of important constructs in SLA are brought up as they have potential to be associated with the silent mode of learning, namely the silent period, input, output, communicative competence, among others. The discussion also highlights a few theoretical gaps in SLA discourse that are related to silence. 

scholarly journals The role of input and output tasks in grammar instruction: Theoretical, empirical and pedagogical considerations

2017 ◽  
Vol 7 (3) ◽  
pp. 377-396 ◽  
Author(s):  
Alessandro Benati
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Grammar Instruction ◽  
Input Output ◽  
Processing Instruction ◽  
Input Enhancement ◽  
Input And Output ◽  
Overall Evaluation ◽  
Structured Output

In this paper, a review of the role of input, output and instruction in second language acquisition is provided. Several pedagogical interventions in grammar instruction (e.g., processing instruction, input enhancement, structured output and collaborative output tasks) are presented and their effectiveness reviewed. A final and overall evaluation is provided at the end of the paper.

scholarly journals What's in a name? The quest for new metaphors for second language acquisition

2014 ◽  
Vol 53 (1) ◽  
pp. 145-162
Author(s):  
Vera Lucia Menezes Oliveira e Paiva
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Present Article ◽  
Applied Linguistics ◽  
Complex Phenomenon ◽  
Cognitive Studies ◽  
Metaphor And Metonymy

The present article focuses on a series of metaphors found in texts on language and language learning, and discusses the criticisms of the acquisition metaphor and the addition of participation as a new concept to represent language learning. The main theoretical proposals for second language acquisition (SLA) have been selected in order to verify which theories use acquisition and which use participation. While scrutinizing those texts, I found that other metaphors have also been proposed; however, acquisition and participation are still the most prevalent. Participation has been used as a metaphor since Sfard (1998) and has been well accepted in Applied Linguistics. Therefore, I present the cognitive view of metaphor and metonymy and demonstrate that, according to the cognitive studies on metaphor, participation cannot be seen as a metaphor, but rather as a metonym. To prove this, I use the metonymic model proposed by Lakoff (1990) as support. I conclude, agreeing with Ortega (2009) that a metaphorical polyphony can help us understand the complex phenomenon of language and language learning. Nevertheless, metonyms must not be disregarded.

scholarly journals Third language acquisition: why it is interesting to generative linguists

2007 ◽  
Vol 23 (1) ◽  
pp. 95-114 ◽  
Author(s):  
Yan-kit Ingrid Leung
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Present Article ◽  
Universal Grammar ◽  
Lexical Acquisition ◽  
Future Directions ◽  
Third Language ◽  
Third Language Acquisition ◽  
L3 Acquisition

The present article reviews three collections of papers edited by Cenoz and colleagues on the topic of third language (L3) acquisition from perspectives including psycholinguistics, sociolinguistics and education. Our focus is on psycholinguistics, in particular, lexical acquisition studies, and with particular reference to two central notions in the study of L3, namely, language-selectiveness and cross-linguistic influence. The article also discusses expansion of the study of L3 acquisition into the Universal Grammar/Second Language Acquisition (UG/SLA) paradigm, and closes by looking at future directions for the L3 field.

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